The unintentional consequences of science teaching

Power C.N. (1973) The unintentional consequences of science teaching. Journal of Research in Science Teaching, 10 4: 331-339. doi:10.1002/tea.3660100407

Author Power C.N.
Title The unintentional consequences of science teaching
Journal name Journal of Research in Science Teaching   Check publisher's open access policy
ISSN 1098-2736
Publication date 1973-01-01
Sub-type Article (original research)
DOI 10.1002/tea.3660100407
Open Access Status Not yet assessed
Volume 10
Issue 4
Start page 331
End page 339
Total pages 9
Subject 3304 Education
Abstract In this study the possibility that variations in the nature and extent to which individual students interact with the teacher may, in fact, produce unintentional consequences is examined. A battery of tests measuring pupil cognitive, motivational, and personality characteristics was administered to 150 students in four classes prior to instruction. The nature and frequency of each student's interaction in a sample of five lessons was then determined. Canonical analysis was used to determine how these antecedent pupil characteristics and communication pattern variables were related to science achievement, attitudes towards science and socio‐metric measures. Four independent relationships were found and appear to represent “syndromes” some of which lead to undesirable consequences if allowed to run their full course. Copyright
Q-Index Code C1
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
Version Filter Type
Citation counts: Scopus Citation Count Cited 4 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 27 Sep 2016, 13:45:36 EST by System User